ENRICHED WORD GAME AS SUPPLEMENTARY MATERIAL FOR AN

ENHANCED VOCABULARY PROFICIENCY IN ENGLISH 8

A THESIS
Presented to the
Faculty of Graduate Studies and Applied Research of
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus

In Partial Fulfillment
Of the Requirements for the degree of
MASTER OF ARTS IN EDUCATION
Major in English

ROAN MARJORIE C. SONIO

June 2019
 ii

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
GRADUATE STUDIES AND APPLIED RESEARCH
_______________________________________________________________

APPROVAL SHEET

This research entitled “ENRICHED WORD GAME AS SUPPLEMENTARY

MATERIAL FOR AN ENHANCED VOCABULARY PROFICIENCY” prepared and
submitted by ROAN MARJORIE C. SONIO in partial fulfillment of the requirements
for the degree Master of Arts in Education major in English is hereby recommended
for approval and acceptance.

CECILIA B. DIVA
Adviser
PANEL OF EXAMINER

Approved and Accepted by the Committee on Oral Examination with a grade

of _________.

HON. NESTOR M. DE VERA, Ph. D.

Chairman

NERISSA Y. BILO, Ph. D. ALLEN E. PASIA

Member Member

EDEN C. CALLO, ED. D.

Member

Accepted in partial fulfillment of the requirements for the degree Master of Arts
in Education major in English at Laguna State Polytechnic University, San Pablo City
Campus.

Associate Dean, GSAR

GREG G. REYES
Registrar II

Research Contribution No. ________

Passed the Comprehensive Examination on July 2018
 iii

ACKNOWLEDGEMENT

The researcher humbly expresses her sincerest thanks and gratitude to the
very important persons who have been a great part of the study:

Hon. Nestor M. De Vera, Ph. D., University President whose achievements

inspire students to work with dignity and determination;

Dr. Eden C. Callo, LSPU Vice President and Technical Editor who have given
her kind assistance in conducting her study;

Dr. Edna O. Briones, Associate Dean of GSAR who always accommodate

her with a warm and calm smile;

Mrs. Cecilia B. Diva, her Thesis Adviser, who has shown untiring effort
proofreading and suggesting everything that could make a study a great one;

Mr. Allen E. Pasia, her Statistician, who has shared great amount of time and
effort in analyzing, presenting and explaining the data.

Dr. Nerissa Y. Bilo, her Subject Specialist, who has given touch of her
expertise to yield satisfying outcome;

Mr. Reynaldo D. Villaluz, Ed.D. her Principal during the approval of conduct
of her study at Dayap National High School - Main and Ms. Marjorie I. Molinar, her
Subject Coordinator who have shown her great deal of support and guidance;

To the Grade 8 students of Dayap National High School Batch 2018 -2019,
for their willingness and cooperation for the success of her study;
Rogelio D. Emralino II and Feric C. Robis, her companions in Thesis

Writing, for their encouragement and suggestions; and to keep her going in achieving
 iv

her dream.

To her family, Lourdes, her mother, her sisters Ruth and Roslyn, her brothers

Robie, Rainiel and Richard for doing wholeheartedly some of her responsibilities at

home and to her son;

Her aunt, Tita Fely for believing in her and helping her financially;

Her husband, Chad, for the love and support.

Her loving son, James, who always be her inspiration and strength ever since

the researcher started writing the study;

Above all, to the Almighty God, for giving her wisdom, guidance and capability

to endure all the hardships and overcome all the hindrances to the success of this

study.

RMCS
 v

DEDICATION

To her beloved mother, Lourdes,

And to her siblings, Ruth, Roslyn, Robie, Rainiel and Richard,

And especially to her beloved family her husband Chad, her son James,

who served as her inspiration during her research writing and who has been a

blessing to her, this piece of work is wholeheartedly and proudly dedicated to all of

them.

RMCS
 vi

ABSTRACT

This study primarily focused on the creation of Enriched Word Game as a

Supplementary Material and its effect to enhance the vocabulary proficiency of grade

eight students of Dayap National High School, Calauan Laguna for the school year

2018 – 2019.

In this study, eighty (80) grade eight students of Dayap National High School

for the school year 2018 -2019 served as respondents. They were chosen to identify

if the Enriched Word game as Supplementary Material helps in enhancing vocabulary

proficiency.

The study used descriptive-experimental design in which the product is

described then tested.

A 40 – item pre-test and posttest were given. The questions were about the

vocabulary competencies for the third grading period. The respondents perceived the

Enriched Word Game as Supplementary Material as to the content, significance, and

creativity. The respondents’ scores in the pre-test and posttest were also presented

using the statistical treatment of t-test, mean, and standard deviation. The weighted

mean and standard deviation presented show the significant difference between the

pre-test score and the posttest score of the respondents subjected to Enriched Word

Game as Supplementary Material.

The significant findings of the study are as follows:

The pre-test scores revealed that the respondents got low mean scores in the

grammar competencies since they only have limited knowledge and ideas towards

the vocabulary lessons.

 vii

The posttest scores revealed that the respondents got high mean scores after

being exposed to the use of Enriched Word Game.

There is a significant difference between the pre-test and posttest scores of

the respondents.

The respondents perceived the Enriched Word Game as Supplementary

Material as to the content, significance, and creativity as Highly Satisfactory.

There is no significant relationship between learners’ perception on the

Enriched Word Game as Supplementary Material and learners’ enhanced vocabulary

proficiency since the majority of the components of the enriched word game obtained

no significant relationship to the respondents’ scores.

Conclusions

Based on the summary and findings, 1) There is a significant difference

between the pre-test and posttest scores of the respondents exposed to Enriched

Word Game as Supplementary Material, thus, the hypothesis is not sustained; 2) The

hypothesis that there is no significant relationship between learners’ perception of the

effectiveness of Enriched Word Game and the learners’ enhanced vocabulary

proficiency – as to content, there is no significant relationship; as to significance, there

is no significant relationship as well; and as to creativity, only Synonyms and

Antonyms has a significant relationship, thus the hypothesis is sustained.

 viii

Recommendations

Based on the findings and conclusion of the study, the following

recommendations are made:

1. Students may use the Enriched Word Game as Supplementary Material to

aid themselves in understanding vocabulary lessons.

2. English teachers may consider the Enriched Word Game as Supplementary

Material as an aid in teaching vocabulary competencies to students.

3. English teachers are encouraged to design and create Enriched Word

Game as Supplementary Material that will guide students in learning not only

vocabulary but also grammar and literature competencies.

4. English Supervisors and School Heads may consider continuous conduct

of training and workshops that promotes designing and creating various materials

that would be a helpful aid in teaching English to learners.

5. Further researches and studies may improve the instrument in terms of

content, reliability, validity, and durability. They may consider designing and testing

in other grade levels to see if acceptable.

 ix

TABLE OF CONTENTS

TITLE PAGE . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGEMENT . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
LIST OF TABLES . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Theoretical Framework .. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 3
Research Paradigm …. . . . . . . . . . . . . . . . . . . . . . . . . . . ……. . . . . . . . . 4
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . 4
Research Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Scope and Limitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
II. REVIEW OF RELATED LITERATURE
Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..8
Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 35

III. RESEARCH METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Research Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
 x

Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 39

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Perception on the Enriched Word Game

as to Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Perception on the Enriched Word Game
as to Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Perception on the Enriched Word Game
as to Creativity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Pre-Test Scores of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Post Test Scores of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Significant Relationship of Enriched Word Game and

Enhanced Vocabulary Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Significant Difference of Pre-Test Post Test of Vocabulary

Using Enriched Word game…………………………………………………..47

V. SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary ………………………………………………………………………48
Findings …………………………………………………………………….....49
Conclusions …………………………………………………………………..50
Recommendations …………………………………………………...………51

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .52
APPENDICES
A. Pre-Test and Post-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
B. Key to Correction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
C. Validity Questionnaires (teachers) . . . . . . . . . . . . . . . . . . . . .. . .. . . . . 59
D. Perception (students) . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
F. Validation of the Enriched Word Game……………………………………..63
E. Validation of Pre-Test and Post-Test . . . . . . . . . . . . . . . . . . . . . . . . . . .64
G. Enriched Word Game …….. . . . . . . . . . . . . . . . . . . .. . . . . . . . . ……...65
 xi

H. Approval Letter for the Conduct of Study . . . . . . . . . . . . . . . . . . . . . . . . .66

I. Letter to the Principal . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .. . . . . . . . .67
J. Letter of Validation to Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..68
K. Picture-Evidences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .69
CURRICULUM VITAE …………………………………………………………...……...70
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LIST OF TABLES

Table Page

1. Perception on the Enriched Word Game

as to Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
2. Perception on the Enriched Word Game
as to Significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
3. Perception on the Enriched Word Game
as to Creativity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

4. Pre-Test Scores of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

5. Post Test Scores of Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
6. Significant Difference of Pre-Test and Post Test Scores . . . . . . . . . . . . 47
7. Significant Relationship of Enriched Word Game and
Enhanced Vocabulary Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

LIST OF FIGURES

Figure Page

1. Research Paradigm of the Study ………………………………………….. 4

 Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction

Vocabulary is one of the essential components of English. It is considered as

the most important one for students in learning English as a foreign language.

Because of their limited vocabulary, they cannot communicate their ideas transmitted

to them. Students must acquire vocabulary mastery in order to get other

competencies like listening, speaking, reading, and writing. In other words,

vocabulary mastery takes a vital role in mastering the four necessary skills of English.

In learning English as a Foreign Language (EFL) or English as a Second

Language (ESL), vocabulary takes essential parts to learn at university and

vocabulary is one of the crucial elements taught to students besides the other

elements at the university. To learn a foreign language efficiently, it is necessary to

know and practice the four essential skills. There are: reading, writing, listening, and

speaking. To cope with the four skills of English learning, students need to improve

vocabulary mastery, because vocabulary mastery is a primary language skill.

Thornbury (2002) said that; “without vocabulary, nothing can be conveyed.” as well

as, Deighton (2005) mentions that the essential element in language learning is

vocabulary. It means vocabulary is one of the main goals in learning English to

improve their skill to read, write, listen, and speak. In other words, the students will

be challenging to study English without understanding the meaning of English words.

Vocabulary, in particular, needs to be presented in context to prevent learners from

forgetting. We know that the majority of them leave English once they get outside
 2

classes since their native language world does not give them chances to practice

English. Because language games can put vocabulary in practice and because they

are fun, and all learners like playing, they are suggested and agreed on by many

researchers as one effective method to be implemented in vocabulary lessons.

Background of the Study

The challenge in acquiring vocabulary skills is evident at Dayap National High

School- Main. This is because the love for reading was not established on the early

stage of the students; hence, they do not have a reading habit to enhance vocabulary

skills. Another reason is the traditional presentation of vocabulary skills that make

students bored. As a result, students encounter difficulties not just in learning English

but in another subject as well. Students fail to answer mathematical problems due to

limited vocabulary. Students cannot understand scientific processes. These are some

of the domino effects of poor vocabulary skills. The pressure is on the shoulders of

the English teachers to search and to innovate ways to deliver vocabulary lessons to

the student in an effective way.

The researcher comes up with the idea of using Enriched Word Game as

Supplementary Material. She believes that through fun games, students can be easily

motivated to learn.

The use of learning materials is one consideration in teaching students

effectively. In line with this, the Department of Education continuously develops

learning modules that could help both teachers and students to achieve desired goals
 3

and objectives of teaching and learning. These are the reasons why the researcher

opts to conduct a study: whether enriched word game as supplementary material

enhances vocabulary proficiency of grade 8 learners at Dayap National High School

-Main.

Theoretical Framework

Stanovich’s (2000) theory of the Matthew Effect and Vygotsky’s (2001)

theoretical work on Zone of Proximal Development (ZPD).

The theory of Stanovich applies to students with limited vocabularies. It

proposes that students who do not read well do not read leading to a deficit of

vocabulary building opportunities. Consequently, students’ oral and written

vocabularies suffer.

In theory on Zone of Proximal Development (ZPD) by Vygotsky (2001), which

is described as the distance between students’ actual development level with direct

instruction or peer collaboration. This theory suggests that as students’ experiences

with words grow, it becomes easier to learn new words.

Another theoretical framework, Involvement Load Hypothesis, Laufer and

Hulstijn (as cited in reading, 2010 and Kim, 2011) propose three critical factors in the

learning tasks that lead to vocabulary acquisition: need, search, and evaluation (Kim,

2011). Need refers to the “motivational non-cognitive” aspect of learning a word. A

student has a stronger need to participate in the task to learn the word if the motivation

is self-imposed as opposed to teacher imposed. Search refers to when a student

 4

seeks the meaning of a word, either via a dictionary or from teachers and fellow

student

The ADDIE Model in 1975 also gives support in the implementation of this

study. ADDIE, which stands for Analysis, Design, Development, Implementation, and

Evaluation represents a dynamic, flexible guideline for building practical training and

performance support tool. It is a generic process traditionally used by instructional

designers and training developers.

Research Paradigm

Independent Variables Dependent Variables

 Enriched Word  Enhanced Vocabulary

Games Proficiency

 Content  Synonyms and

Antonyms
 Significance
 Word Analogy
 Creativity  Collocation
 Word Formation

Figure 1. Research Paradigm

Statement of the Problem

This study intended to determine if the Enriched Word Game as a

supplementary material in learning vocabulary can enhance the vocabulary

 5

proficiency of the students in English.

Specifically, it sought to answer the following questions:

1. What is the perception of the respondents towards the enriched word game as

supplementary material for enhanced vocabulary proficiency in terms of its:

1.1 Content;

1.2 Significance; and

1.3 Creativity?

2. What is the pre-test score of grade 8 students toward the enriched word game

as supplementary material as to:

2.1 Synonyms and Antonyms;

2.2 Word Analogy;

2.3 Collocation; and

2.4 Word Formation?

3. What is the post-test score of grade 8 students toward the enriched word game

as supplementary material as to:

3.1 Synonyms and Antonyms;

3.2 Word Analogy;

3.3 Collocation; and

3.4 Word Formation?

4. Is the enriched word game as supplementary material significantly related to

the enhanced vocabulary proficiency of Grade 8 students?

5. Is there a significant difference between the pre-test and post-test scores of

Grade 8 students toward the enriched word game as supplementary material?

 6

Research Hypothesis

There is no significant difference between the pre-test and post-test scores of

grade 8 students toward the enriched word game as supplementary material and the

enriched word game as supplementary material is not significantly related to the

enhanced vocabulary proficiency of grade 8 students.

Significance of the Study

The findings of the study may be beneficial to:

This research can be used as the references and theories for people who want

to conduct the research about English vocabulary teaching-learning process and

could provide the information of technique in English vocabulary teaching learning

process.

The researchers and other teachers of English, this research can be a

reference providing the technique in English vocabulary teaching-learning process.

The part of the students, this research can improve their mastery of English

vocabulary by experiencing this technique in their learning process.

Scope and Limitations

This study was limited only to word game enriched module as supplementary

material for an advanced vocabulary proficiency in English 8. The respondents are

 7

the 80 selected grade eight students of Dayap National High School, Calauan,

Laguna for the school year 2018 – 2019.

The students were selected by profiling: students of homogeneous section and

heterogeneous section and the number of students per section. Chosen students will

undergo a pre-test and post-test subjected to the use of word game enriched module.

Definition of Terms
The terminologies used in this study are defined operationally for the clarity

and better understanding.

Creativity. The used of original ideas in presenting the words in artistic way.

Content. The idea or topic included in the study.

Pre–Test. It is a teacher made test composed of 40-item multiple-choice

questions. The test was administered to the respondents at the start of the treatment.

Post–Test. It is a teacher made test composed of 40-item multiple-choice

questions. The test was administered to the respondents at the end of the treatment.

Significance. The quality of being important and worthy in using vocabulary

words.

Vocabulary Activities. In this study, they are the words used as

supplementary material activities which enrich the vocabulary of the learners through

synonyms and antonyms, word analogy, collocation and word formation.

 8

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter consists of the review of related literature and related

studies from various books, journals, articles, and related studies conducted locally

and from other countries.

Related Literature

Vocabulary learning is an essential part of foreign language learning as the

means of new words are very often emphasized, whether in books or classrooms. It

is also central to language teaching and is paramount importance to a language

learner. Recent researches indicate that teaching vocabulary may be problematic

because many teachers are not confident about best practice in vocabulary teaching

and at times do not know where to begin to form an instructional emphasis on word

learning (Berne & Blachowicz, 2008).

Vocabulary, as one of the knowledge areas in language, plays a unique role

for learners in acquiring a language (Cameron, 2001).

According to Gardener (2009, as cited in Adger, 2002) vocabulary is not

only confirmed to the meaning of words but also includes how vocabulary in a

language as structured: how people use and store words and how they learn words

and the relationship between words, phrases, categories of words and phrases

(Graves, 2000 as cited in Taylor, 1990).

Harmon, Wood & Keser, (2009), as well as Linse (2005), stated that

learner’s vocabulary development is an essential aspect of their language

 9

development. Although it has been neglected for a long time, researchers have

increasingly been turning their attention to vocabulary.

Vocabulary knowledge is often viewed as a critical tool for second language

learners because a limited vocabulary in a second language impedes successful

communication. Underscoring the importance of vocabulary acquisition, Schmitt

(2000) emphasizes that lexical knowledge is central to communicative competence

and the acquisition of a second language.

Nation (2001) further describes the relationship between vocabulary

knowledge and language use as complementary: knowledge of vocabulary enables

language use and, conversely, language use leads to an increase in vocabulary

knowledge. Researchers such as Laufer and Nation (1999), Maximo (2000), Read

(2000), Gu (2003), Marion (2008) and Nation (2011) and others have realized that

the acquisition of vocabulary is essential for successful second language use and

plays an essential role in the formation of complete spoken and written texts.

In English as a second language and English as a foreign language,

learning vocabulary item plays a vital role in all language skills (Nation, 2011).

Commonly, there are several techniques concerning the teaching of vocabulary.

However, there are a few things that have to be remembered by most English

teachers if they want to present new vocabulary or lexical items to their students. It

means that English teachers want students to remember new vocabulary. Then, it

needs to be learned, practiced, and revised to prevent students from forgetting.

Techniques employed by teachers depend on some factors such as the content, time

availability, and its value for the learners (Takac, 2008). This makes teachers have
 10

some reasons for employing specific techniques in presenting vocabulary. In

presenting one planned vocabulary item, the teacher usually combines more than

one technique, instead of employing one single technique. Teachers furthermore are

suggested to employ planned vocabulary presentations as various as possible

(Pinter, 2006).

Some techniques of teaching vocabulary are stated by Brewster, Ellis, and

Girard (1992): using objects, drawing, using illustrations and pictures, contrasts,

enumeration, mime, expressions and gestures, guessing from context, eliciting,

translation, scales, examples of the type, drilling, spelling the word and more.

Besides the above techniques, there is also, a vocabulary learning strategy

that teachers can consider. They can train their students to use these strategies.

Schmitt and McCarthy (1997) propose strategies to learn vocabulary as follows:

guessing from context, using word parts and mnemonic techniques to remember

words and using vocabulary cards to remember foreign language – first language

word pairs.

It is supported by Murcia (2001) who also proposes three strategies to learn

vocabulary. She also proposes three strategies to learn vocabulary. The first is

guessing the meaning from context; she says that a context is rich enough to give

adequate clues to guess the words’ meaning. The second strategy is mnemonic

devices; she proposes the keyword technique. When seeing or hearing the target

word, the learner is reminded of the keyword. The third strategy is vocabulary

notebooks; she suggests a memory aid in independent learning by setting up

vocabulary notebooks.
 11

The idea of using games in teaching vocabulary does not seem to be widely

accepted and implemented, although its profitability has been proposed and justified

as early in the seventieth century. There has been a misconception that learning

should be. Using games is an essential tool that allows language teachers to add

colors to their classrooms by providing challenge and entertainment. They are

particularly valuable for beginners as a source of cognition that helps them adopt

sounds and rhythms and comprehend the foreign language.

El Shammy (2001) defines a game as a competitive activity played

according to rules within a given context where players meet a challenge to achieve

an objective and win. Language games comprise many factors, such as rules,

competition, relaxation, and learning in particular. Rules have to be clear, few and

well-explained so as no difficulty is faced. They are designed at different levels as

well as topics that suit different student’ levels what make them enjoy all together and

gain the best results.

The Texas Education Agency (TEA) Reading Initiative (2002) addressed

vocabulary development in children as well as hindrances and instructional activities

that positively impacted vocabulary development. According to this report, there are

several obstacles to vocabulary development that students and teachers must

overcome to facilitate vocabulary acquisition. The main challenges include the size

of the task (the number of words to learn can be huge), the differences between

spoken and written English, limited sources that provide information about words, and

the complexity of word knowledge. Elementary students should learn 2000-3000

words each year, an average of six to eight words per day to stay on grade level. To
 12

aid students in achieving this goal, educators must address the complexity of

vocabulary instruction.

Across time researchers have studied the elements needed to create an

effective, comprehensive vocabulary program. While studies have varied over the

years, there has emerged a common theme, set forth by Graves (2006), among

researchers concerning the elements required for successful vocabulary programs.

With minor variations, four components are standard.

Graves’ (2006) four pillars include provide rich and varied language

experiences; teach a small number of well-selected words; teach word-learning

strategies; and foster word consciousness in students. With the use of these four

main components, researchers such as Beck & McKeown (2007) and Baumann,

Ware, & Edwards (2007) elaborated the necessary elements of a comprehensive

vocabulary program. While little variation occurs, Graves’ (2006) four principal

identifiers remain the constant among all the studies I reviewed.

Rich and Varied Language Experiences Providing students with various

vocabulary experiences are one of the critical elements of an effective vocabulary

program. Different experiences and exposures to words allow students to create

valuable connections between words and their meanings. These connections permit

students to use vocabulary effectively. There are many methods of providing

experiences with vocabulary that can be successfully implemented.

As reported by Jane David (2010), there is a need for closing the vocabulary

gap among different groups of students. To achieve this, students must have multiple

exposures to new words and use them in a variety of contexts. A study including 5th
 13

graders that utilized a productive vocabulary intervention with multiple strategies was

found to be successful. David (2010) concluded that effective strategies included

utilizing semantic maps, associating with pictures, playing word games, and linking

words to students’ native languages.

Similarly, Baumann, Ware, and Edwards (2007) used literature to expose fifth-

grade students to vocabulary words and explored word usage via writing activities.

Students in their study maintained a word wall of interesting words they could use for

discussions, activities, and writing. As part of the word knowledge intervention,

students were encouraged to look for words to share with the class. The teacher also

used vocabulary activities and graphic organizers to get students involved in

discovering word meanings.

They found that fifth-grade students showed growth in word knowledge

through the use of literature, immersion in a productive vocabulary environment, and

writing activities.

In fact, the results of the Peabody Picture Vocabulary Test (Dunn & Dunn,

1997), used by Baumann, et al. (2007) to measure listening vocabulary, indicated

that students with a below average vocabulary at the beginning of the intervention

benefited from the program more than those with an above average vocabulary.

These study results revealed that students used more sophisticated and

challenging words due to the intervention. As a result, students were able to develop

greater depth and breadth of knowledge. The TEA Reading Initiative (2002) indicated

that students must experience words during repeated encounters in multiple contexts.

According to TEA (2002), an active vocabulary program encouraged extensive

 14

reading and exposed students to high-quality oral language. It was shown that

students learned new words by encountering them in the text by reading or being

read to. Multiple exposures included defining the words, writing sentences for each

word, matching words with definitions, answering silly questions, and completing

quizzes. “It was revealed that twelve encounters with a word reliably improved

comprehension” (p. 18). Programs that utilize these elements were shown to be

effective in increasing students’ reading comprehension. Varied experiences help

students build six background knowledge and connections, creating meaningful

learning and opportunities for application of new vocabulary. To achieve this, effective

direct instruction must be integrated into vocabulary instruction daily.

Pamela Spycher (2009) conducted a study in which kindergarten English

language learners (ELL), bilingual, and English-speaking low SES students received

vocabulary experiences through the use of realia, engagement strategies, and

language scaffolds. The study population had the opportunity to interact with concept

related items during the open time in the school day; therefore, increasing the

students’ opportunities to use vocabulary appropriately. As a result of these

opportunities for multiple interactions, children in the intervention group mastered

more target words than those in control.

Graves and Watts-Taffe (2008) promoted wordplay as another way to engage

students in vocabulary. By using games and riddles, students became involved in

investigating and learning new vocabulary. The study revealed, “With each new

encounter with a particular word, depth of knowledge increased, moving the word

further along the continuum from unknown to known” (p. 192). As a result of multiple
 15

encounters with words, students were able to begin to form associations with word

meanings and make connections that allowed them to implement the academic

vocabulary.

Teach Well-Selected Words Not only have researchers been concerned with

the elements of a comprehensive vocabulary program, but they have also studied the

types and number of words that should be taught. There is a consensus that well-

selected words should be taught directly to students. Choosing which words to teach

is an important topic. Some researchers recommend that only content vocabulary be

direct taught. However, other seven researchers believe that direct teaching should

not be limited to content specific words but should include the general vocabulary

terms needed to participate at an appropriate grade level and comprehend lesson

expectations.

David (2010) reported a direct tie between vocabulary knowledge and

comprehension and voiced a need for direct vocabulary instruction, especially for

ELLs and low SES students, who enter school with limited vocabularies. The

socioeconomic status of students is directly related to the depth of vocabularies with

which students enter school.

Research states, “Young children of parents with jobs classified as

professional can be exposed to 50% more words than are children of parents

classified as working class, and twice as many words as children of parents who

receive welfare support” (TEA Reading Initiative, 2002, pg. 5). These limited

vocabularies inhibit the ability of ELLs and low SES students to learn in core subject

areas. Students with limited vocabularies had difficulty comprehending what they
 16

read.

As a result, direct vocabulary instruction was necessary. This instruction

involved more than just having a list of words to draw from but included activities that

supported a deeper understanding of word meaning and use. David (2010) noted that

there were many ways to teach vocabulary directly, and instruction must be tailored

to meet the needs of individual students in order to close gaps.

Baumann, Ware, & Edwards (2007) studied the effects of an extensive

vocabulary instructional program on student understanding and use of vocabulary.

Participants included twenty 5th grade students enrolled in a low income, a different,

elementary school in a medium-sized US community. Words included in the study

were selected from commercially produced books. The results of the study revealed

that through immersion into a vocabulary productive environment student developed

depth 8 and breadth of vocabulary knowledge, thus revealing that a comprehensive

vocabulary program does have positive effects on students’ understanding and use

of vocabulary.

Beck & McKeown (2007) looked at the effectiveness of a commercial

vocabulary curriculum used for direct teaching vocabulary versus a more traditional

method. Their study population included kindergarten and first grade low SES

children. At the beginning of the study, there was a significant difference in vocabulary

knowledge among learner groups from different economic backgrounds, and the gap

between the groups was growing. Beck & McKeown (2007) attributed this growth to

the lack of attention to vocabulary instruction in classrooms. They observed that little

new vocabulary was taught and the acquisition of vocabulary was not a primary
 17

concern.

The study intervention utilized conversation and reading trade books aloud to

children. Read aloud are useful tools for vocabulary instruction during the first

readings; however, after repeated readings of the same story, the children became

bored, and this vocabulary acquisition strategy lost effectiveness. The students

needed repeated exposures to words and vocabulary activities in other contexts.

While there is much information available about how to teach vocabulary; there is

little about what words to teach. It is recommended that words be selected for direct

instruction based on the nature of the word itself.

They believe that an active vocabulary program should pay attention to words

at all levels, and their program Rich Instruction promoted vocabulary comprehension.

Rich instruction included teaching word meanings in student-friendly language,

presenting multiple examples and contexts, and creating appropriate uses and

situations. Rich Instruction introduced up to 400 words per year into student

vocabularies.

They found that students that received the Rich Instruction learned nine

significantly more vocabularies than those who did not. Furthermore, Beck &

McKeown (2007) found that the students who received more in-depth Rich Instruction

learned more vocabulary than the control group. The students exposed to Rich

Instruction were able to determine appropriate uses for words, delineate new uses,

and identify why uses made sense.

One of the findings of the TEA Reading Initiative (2002) was that students

who understood more words had greater reading comprehension. This supports the
 18

claim that some form of vocabulary instruction and intervention must be used to close

the increasing vocabulary gap among student groups. TEA (2002) promotes explicit

instruction of specific words to aid vocabulary development. Explicit instruction should

be “dynamic and involve a variety of techniques such as definitional and contextual

information about word meanings, involve students actively in word learning, and

teach word meaning through discussion and by providing meaningful information

about words” (pg. 16). It was important for students to be actively involved in word

learning in order to create the needed connections to learn and retain more

information.

Spycher (2009) investigated the role of implicit versus explicit vocabulary

instruction, explicit focus on semantic development on scientific understanding, and

the change in teachers’ literacy and science instruction perspectives as a result of

the intervention performed. The focus on the implicit versus explicit teaching of

vocabulary and its effects included intentions to enrich and enlarge academic

vocabulary and concept understanding in ELL, bilingual, and English-speaking low

SES kindergarten students.

Spycher (2009) used Beck & McKeown’s (2007) “Three Tier” framework for

selecting words. Tier 1 words represent essential words used every day, Tier 2 words

are high utility academic words, and Tier 3 words are discipline-focused words that

conveyed content meaning. Spycher selected 20 vocabulary words from Tier 2 and

Tier 3-word lists. The overall findings indicated that the children in the intervention

group had increased learning of the target words. They also out-performed the control

class in receptive vocabulary knowledge. The intervention group used the academic
 19

vocabulary more frequently when prompted and could express their understanding of

science concepts more effectively. Overall, the results showed that an intentional and

scaffolded model of teaching vocabulary improved the receptive and expressive

vocabulary knowledge as well as potentially impacted science concept understanding

of ELL and non-ELL students.

Graves & Watts-Taffe (2008) presented findings connecting word learning to

word consciousness. According to this study, word learning consists of four levels of

understanding: never having seen it before; knowing there is such a word but not

knowing what it means; having a vague and context-bound meaning for the word,

and knowing and remembering the word. These levels of word learning allowed

students to create connections to facilitate the processing of vocabulary.

“With more than 40,000 words to be learned, this personal and independent

interest in words is a vital part of acquiring a powerful vocabulary” (pg. 193). 11 Teach

Word-Learning Strategies Providing students with a variety of experiences and

selecting specific words to teach are only part of the puzzle of vocabulary acquisition.

Students must also be taught how to interpret unfamiliar words. Understanding how

to decipher the meaning and use of words is critical to understanding and

implementing newly learned vocabulary.

Baumann, Ware, & Edwards (2007), report that students taught specific word-

learning strategies to analyze words for meaning demonstrated the use of word-

learning tools and strategies independently and engaged in wordplay. These findings

support the TEA Reading Initiative (2002) which specified that students must not only

understand what a word’s definition is but also what to do when encountering it in

 20

text, how it relates to the words around it, and how it relates to other words that could

be in its place.

According to TEA (2002), an active vocabulary program provided modeling

and instruction in independent word-learning strategies. To teach with definitional

information the teacher would use synonyms, antonyms, rewrite definitions in more

straightforward to understand sentences, provide example sentences showing the

use of the word, give non-examples, and discuss the new word and words related to

it. To teach with contextual information, the teacher would have students create their

sentences, create scenarios, and create silly questions. These activities have proven

to be effective when teaching students word-learning strategies. Foster Word

Consciousness A love and awareness of vocabulary is the final key in ultimately

achieving vocabulary understanding. Students must continuously be aware of the

words around them and how they interact with those words. By fostering word

consciousness, students begin to take ownership of acquiring new vocabulary.

Baumann, Ware, & Edwards (2007), report that when teachers fostered word

consciousness among students, “students acquired an interest in words, developed

an appreciation of word choice, and expanded their vocabulary” (pg.117). Students’

interest and attitudes toward vocabulary learning also increased. In order to foster

word consciousness, the TEA Reading Initiative (2002) called for exposure of

students to high-quality oral language, which can promote word consciousness.

Students must hear spoken English. Practical strategies that support spoken

language include read aloud, using more sophisticated vocabulary when speaking,

and encouraging students to explore new words or phrases they encounter. By doing
 21

these activities, students began to seek out new words to share and develop word

consciousness.

Graves & Watts-Taffe (2008) described how to foster word consciousness in

students and the effects of doing so. They articulated four elements of a

comprehensive vocabulary program then utilized a six-category framework for

fostering word consciousness. The categories created a word-rich environment;

recognize and promote adept diction; promote wordplay; foster word consciousness

through writing; involve students in original investigations, and teach students about

words. They suggested that to create a word productive environment, and teacher

should look at the classroom from the students’ perspectives. Teachers should sit in

their students’ seats and see what is seen when looking around the room, what is

heard, and what books are available.

These were all essential components in creating a word productive

environment for students. Graves & Watts-Taffe (2008) considered the physical

space needed to post words, and suggested classroom walls as a useful space,

mainly when students were involved in creating the words posted on walls. They also

suggested “a small area of the room be devoted to words, word card files, wordplay

and riddle books, dictionaries and thesauri, and games for word use” (pg. 187). The

13 authors recommended talking to students about what words they use and how to

use them. This discussion facilitated word consciousness in the students. Word Walls

Interactive word walls are a new instructional strategy.

A review of the current literature revealed one study (Harmon, Wood, Hedrick,

Vintinner, & Willeford, 2009) that explored the use of word walls in two 7th grade
 22

English classes. One class, the experimental group, studied self-selected vocabulary

words and participated in meaningful activities related to a word wall and their

selected words. The control group used a commercial vocabulary program paired

with activities found in a vocabulary workbook. Students in the experimental group

indicated the word walls helped them review for tests. They also used the word walls

on their own without direction. The experimental group students reported enjoying

the vocabulary activities and liked being responsible for their learning. Moreover,

experimental group scores on the application section of the GRADE (AGS Group

Assessments, 2011) were higher than the scores of the control group.

Harmon et al. (2009) support the use of word walls as part of a comprehensive

vocabulary program. Practitioner articles address the construction of word walls and

suggest ways teachers may use them to support learning.

Coskie & Davis (2009) discussed the importance of science vocabulary and

how students could “develop the ability to recognize and understand the vocabulary

of science” (pg. 56). They believed that word walls could be powerful teaching tools

when students have continuous and frequent opportunities to interact with posted

vocabulary. They also stressed the importance of utilizing word walls to support

content instruction. They believed that students and teachers jointly create the most

successful word walls during instruction. They recommended that teachers

encourage students to use the 14 vocabularies from the walls to complete

assignments, to sustain discussions, to write predictions, to explain experiments, and

clarify thoughts thus supporting the four elements required for a comprehensive

vocabulary program.
 23

Warner (2008) discussed the importance of displaying environmental print in

the primary grades. She suggested that teachers allow students to create captions

for realia, label classroom objects, and use personal-space labels to mark cubbies

and desks. Kieff (2004) described innovative word wall games that teachers could

play with students. Barbham & Villaume (2001) propose that word walls be used to

transform reading and writing activities. They advocated using word walls with a

beginning, developing, and struggling readers in order to create independent

learners.

Language teachers are not always aware of the most effective methods for

teaching new vocabulary to students. Various approaches to teaching vocabulary are

discussed in the literature, and this review of the literature will attempt to evaluate the

most effective methods. This review of the literature also assumes that engaging and

interactive pedagogical approaches such as games and role-play activities provide

the most effective methods for teaching vocabulary in an L2 classroom. 7 Approaches

to teaching ESL/EFL Vocabulary Without a strong foundation in vocabulary,

communicating in any language, let alone a foreign language, can be quite

challenging. Approaches to teaching vocabulary have reflected different language

teaching methods, including the grammar-translation approach, the reform approach,

the direct method, the reading approach, audiolingualism, and communicative

language teaching (Zimmerman, 2014).

Research on vocabulary acquisition suggests that learning new words

requires: repetition (Wei & Attan, 2013); opportunities to focus on both meaning and

form (Read, 2004); engaging tasks that facilitate use of the words (Nam, 2010); and
 24

interaction/negotiation of the words, such as in small groups (Zimmerman, 2014). As

Wei and Attan suggest, “words are the basic building blocks of a language” (2013, p.

1). Wei and Attan discuss the importance of “repeated exposure to the word” for

adequate vocabulary acquisition. They cite language acquisition research as far back

as the 1960s to illustrate this phenomenon.

For example, Crothers and Suppes (1967) found in their study that nearly all

of the participants “recalled all 108 Russian-English word pairs after seven

repetitions, and about 80 percent of 216-word pairs were learned by most participants

after six repetitions” (Wei & Attan, 2013, p. 2). However, Lado, Baldwin, and Lobo

(1967) found with a group of intermediate level college students of Spanish that when

the students were presented with a list of 100 words, only one exposure sufficed for

an average of 95 percent recognition and 65 percent recall, suggesting that more

exposure to the words would lead to better retention of them in memory (Wei & Attan,

2013). Wei and Attan cite more current research (Beck & McKeown, 1983;

Blachowicz & Obrochta, 2005; Duke, Bennett-Armistead, & Roberts, 8 2003) which

propose effective instructional strategies that incorporate repetition, “…to ensure

repetition of vocabulary for instruction related to text that is to be comprehended,

teachers are to highlight vocabulary before reading, question students after reading,

or discuss the reading in ways that call on them to use the designated words

meaningfully, and then engage the students with post-reading activities with the

words” (Wei & Attan, 2013, p. 2). Learners required to use new words in specific tasks

retain the words more effectively than they would by merely reading a text or

consulting a dictionary.
 25

With their Involvement Load Hypothesis, Laufer and Hulstijn (as cited in

reading, 2010 and Kim, 2011) propose three critical factors in the learning tasks that

lead to vocabulary acquisition: need, search, and evaluation (Kim, 2011). Need refers

to the “motivational non-cognitive” aspect of learning a word. A student has a stronger

need to participate in the task to learn the word if the motivation is self-imposed as

opposed to teacher imposed. Search refers to when a student seeks the meaning of

a word, either via a dictionary or from teachers and fellow students. Evaluation refers

to decision making about the word that takes place during activity and includes

comparing the word with other words or contrasting the specific meanings of a word

with its other meanings (Kim, 2011). Laufer and Hulstijn found in studies done with

adult learners that tasks incorporating two or three of the factors led to better retention

of the target vocabulary than those with only one factor. They evaluated adult learners

in the Netherlands and Israel (Hulstijn & Laufer, 2001 cited in Read, (2010) and found

that “learners who wrote compositions using a set of target words remembered them

better than those who encountered the words in a reading comprehension task and,

in the Israeli experiment, the 9 learners who wrote the missing words in gaps in the

reading text retained more of the words than those who just read marginal glosses”

(Read, 2010, p. 2).

Thus, when learners are involved in a learning task that incorporates

producing something with the new words, their vocabulary retention improves. Also,

according to the need aspect of Involvement Load Hypothesis, a learner’s

motivational needs are met through activities that are engaging and self-imposed.

Laufer and Hulstijn’s findings suggest that only looking up the meaning of the word in
 26

a dictionary alone is not as useful for adequate vocabulary acquisition and that by

participating in a task with the target words, such as a game activity, learning may be

improved.

The types of instructional methods used by teachers influence the quality and

breadth of the vocabulary learned by their students. In 2003, Tang and Nesi

compared transcripts from secondary school English classrooms in Hong Kong and

Guangzhou and examined how different teaching methods between the two cities

influenced the lexical range of the learners. They found that “the teacher in Hong

Kong adopted a more flexible approach, incorporating a range of activities, materials,

and topics, which produced more lexical variation and lower-frequency words” (Read,

2010, p. 6).

In contrast, the teacher in Guangzhou, treated vocabulary much more

systematically, “within a strictly controlled lesson plan that left little opportunity for

spontaneous interaction between the teacher and students” and found, although both

teachers engaged in explicit teaching of preselected words, using a variety of

techniques, the Hong Kong classroom offered more interactionally modified input and

opportunities for incidental learning. In that sense, it could be seen as a lexically,

more fertile environment for vocabulary acquisition. (Read, p. 6) 10 Tang and Nesi’s

research suggests that the use of engaging activities such as games as an

instructional method would help students increase their vocabulary breadth and

would provide a more rich learning environment than a more systematic teaching

approach without much student interaction.

A study was done by Indonesian researcher Gustki Astika (2015) which

 27

surveyed 81 English teachers from America, Asia, Africa, and Europe, found that

individual teachers’ approaches to teaching vocabulary varied according to the

teacher experience level and whether the students were native versus non-native

English learners. Incidental vocabulary learning was a more conventional approach

for teachers who were teaching English as a second or foreign language. Astika

defines incidental vocabulary learning as different from explicit vocabulary instruction:

Explicit instruction, among others, involves a discussion about new words learners

need to know, breaking words into their parts such as teaching word formation,

deliberate introduction of new words, and building fluency of new words. Incidental

learning refers to acquiring new words through listening, reading, speaking, or writing

practice. (Astika, p. 85). Astika also found that English as a foreign language teacher

preferred “guessing the meaning from the context” as an instructional strategy for

vocabulary. Astika argued, “Native versus the non-native status of the learners could

be a factor for this difference, and it may be argued that non-native learners should

be given more exposure to English through more readings from which they are

expected to learn vocabulary incidentally” (Astika, 2015, p.85). Thus, according to

Astika, incidental learning and “guessing 11 meaning from the context” offer two

instructional strategies that work effectively for teaching ESL/EFL vocabulary.

Talebi and Marzban (2015) conducted a study on the teaching of “critical

reading strategies” such as “text summarizing, annotating, lexical inferencing, and

questioning” in order to improve students’ vocabulary knowledge. They asserted the

following. Learning words of a language is one of the essential components of

learning that language.

 28

To do so, based on Wallace (2003), a critical reader mentally works on the

word-form and makes connections between the context and his knowledge to guess

the meaning of the word. A critical reader can build a connection between the text

and its vocabularies by concentrating on decoding meaning from the passage rather

than just rote-reading the words. (p. 572) Talebi and Marzban found with a sample of

48 advanced levels (via TOEFL score results) EFL students in Iran that students

performed higher on post-tests measuring vocabulary retention after receiving

instruction in the reading strategies.

According to Nam (2010), students’ level of language ability is a factor that

should be taken into consideration when designing vocabulary learning activities.

Nam describes several specific activities that can be used in an ESL classroom to

teach vocabulary: pictorial activities where targeted vocabulary is presented with their

corresponding representative pictures and L1 translations, fill-in tasks where students

fill in the missing words of a cloze passage, post-reading composition tasks, and re-

telling tasks where students are asked to re-tell a story they have read and are

required to use the targeted words in their re-telling. Nam stressed the importance of

applying the various strategies according to students’ language proficiency levels,

“whereas pictures and L1 12 equivalents and controlled fill-in tasks are more

appropriate at the beginning and intermediate levels, less controlled tasks such as

compositions and retellings may be more suitable for the advanced level (p. 132).

The use of games as a learning activity may be considered a learning task suitable

for more advanced levels of language proficiency; however, games incorporating

pictorial methods and use of the L1, as in EFL classrooms, may be appropriate for
 29

beginner-level learners.

In Oxford learner’s pocket dictionary (2008) states that vocabulary is all the

words that a person knows or uses. Vocabulary is all the words in a language.

Vocabulary also lists of words with their meaning. Moreover, in the Cambridge

dictionary (2008) states that vocabulary is all the words that exist in a particular

language or subject.

According to Harris and Hodges (as cited in Israel, 2008), “vocabulary is a tool

to communicate known words with others.” It means vocabulary is the main goals in

learning English, and vocabulary is the crucial aspect for students to master their skill

to read, listen, write, and speak English.

Richards and Renandya (2006) mention that vocabulary is the center segment

of language proficiency and gives a significant part of the premise of how well learners

speak listen, read, and write. Furthermore, Nunan (1999) said that vocabulary is a

rundown of target language words. It can be said that vocabulary is one of the

language components that must be learned in learning English. From the definition

above, the writer concludes that vocabulary is a critical aspect of language learning

to develop the four skills of students’ ability in the process of teaching language.

Without knowing any vocabularies, the students will difficult to speak, write, listen,

and read English because vocabulary is the first element that should be learned by

the students of language learning in 8, improving the mastery of English vocabulary.

The other components or skills of English will be easier to study and understand if

the students know many vocabularies. In teaching English, vocabulary should be

used consistently.
 30

Billmeyer (as cited in Preszler, 2006) said: “Students must use a word between

six and fourteen times before they are capable of using it independently.” It means

students must be diligent in using the vocabulary that has already known. That is the

way the teacher needs to apply the best method and the interactive way of teaching

English vocabulary to make students interested in developing their vocabulary.

Vocabulary takes an essential role in teaching English to build language proficiency.

The student will have excellent language proficiency in four language skills if the

students know many vocabularies. All that vocabulary will be used by students when

they communicate with other people. So, the students in language teaching should

use their vocabulary when they speak with other students. In other words, they should

improve their speaking skill before the other skills. This skill will be improved by

knowing many vocabularies. 2. Kinds of Vocabulary In the determination of

vocabulary, the experts have a different opinion to divide vocabulary into different

types.

Hatch and Brown (as cited in Alqahtani, 2015) certify two kinds of vocabulary,

namely receptive vocabulary and rich vocabulary. Nine a. Receptive vocabulary

According to Alqahtani (2015), “Receptive vocabulary is a word that learners

recognize and understand when they are used in context, but which they cannot

produce.”

Receptive vocabulary is the capacity to comprehend a word when it is heard

or seen while (Zhou, 2010). So, receptive vocabulary is words that are found by the

students for the first time, but the students only understand and recognize that words

without the ability to pronounce that words or use that words in their speaking or their
 31

writing. b. Productive Vocabulary Maskor and Baharuddin (2016) mention that

productive vocabulary knowledge accepted as the words that are comprehended and

can be pronounced by the learners. Indeed, learners can utilize these words in

speech and writing well.

Moreover, Zhou (2010) stated that product knowledge is the ability to produce

a word in speaking and writing. It means rich vocabulary is the ability of a person in

understanding and pronouncing the words correctly in their speaking and writing. In

rich vocabulary, the learners can use the words to express their feelings or their ideas

to the other people because they are understanding or apprehend those words.

Meanwhile, Thornbury (2002), mentions that kinds of vocabulary have some

categories; word classes, word families, word formation, multi-word units, and

collocations. 10 1) Word Classes Word classes are known as part of speech. Word

classes or part of speech also familiar with morphology and syntax.

According to Phisutthangkoon and Panich (2016), there are four types of

vocabulary; a) Listening vocabulary: The understanding words that people hear. b)

Speaking vocabulary: The words used in spoken language. c) Reading vocabulary:

The understanding words that found in reading materials. d) Writing vocabulary: The

words used in writing to express information, idea, feeling, etc.

Meanwhile, Aeborsold and Field (as cited in Nurhasanah, 2015) stated two

types of vocabulary. There are active vocabulary and passive vocabulary. Active

vocabulary often used in speaking and writing skill because active vocabulary is the

ability of a learner in understanding and pronouncing the words in their speaking and

writing. On the other hand, passive vocabulary often used in reading and listening
 32

skill. In this type, the learner can comprehend a word when it is heard or seen while.

14 4. Teaching and Learning Vocabulary. Teaching vocabulary Intentionally teaching

vocabulary is one of the least effective ways of development of learners (Nation,

2005).

Moreover, Thornbury (2002) states that teaching words are a fundamental

aspect of learning a language as languages based on words. It means teaching

vocabulary is the first activity that has to do by the teachers before the teachers teach

the students four language skills in English language learning; speaking, writing,

reading, and listening. By knowing more vocabulary, students will be easy to learn

about four language skills. In teaching vocabulary, the teacher needs to apply some

methods suitable for students.

Hernández & Gómez (2011) mention that has some techniques used in

teaching vocabulary, as follow; 1). Picture. Using the picture in teaching vocabulary

will help the students to know the shape object of the vocabulary. By showing the

picture, the teachers do not need to translate the word to the students. 2). Song. Lack

of interest to study English, especially to remember the English vocabulary will help

by applying the song. The teacher can apply this method when they teach English

vocabulary. Such as, a song can be used to teach parts of the human body. So, the

student will feel fun and easy to remember the vocabulary. 15 3). Realia. Realia or

the real object used as the media for teaching vocabulary. Students will more

attractive in teaching vocabulary when they see and touch the object of the word they

hear at the same time. 4). Story. The teacher tells the story, and students listen to the

teacher. While the teacher tells students the story, the teacher can use gesture to
 33

help the students to build their imagination from that history, and they will easy to

imagine the words from that story. 5). Game. Students need some techniques in

teaching vocabulary to make them fun and comfortable in the mastering of English

vocabulary.

One of those techniques is applying game in their class because any kinds of

vocabulary will be more natural to be comprehended and understood by students. b.

Learning vocabulary Nation (2001) said that “when we plan the vocabulary goals of

a long-term course of study, we can look at three kinds of information to help decide

how much vocabulary needs to be learned: the number of words in the language, the

number of words known by native speakers and the number of words needed to use

the language”. Words represent complex and have multiple meanings but that words

need to be understood in the context of other words (Hiebert and Kamil, 2005).

It means learning vocabulary complicated, and both teachers and students 16

need to improve the mastery of English vocabulary in the process of learning four

language skills; reading, writing, listening and speaking. Vocabulary has many

numbers of words that needed to know for the language students and most of the

vocabulary complex and have multiple meaning that makes many students confuse.

Because of that, vocabulary needs to be learned for students of EFL or ESL in their

language learning. The important thing in learning vocabulary that is knowing lots of

words (Thonbury, 2002). So, in learning vocabulary, students will know lots of words.

In learning vocabulary, the teacher needs to improve the mastery of students’

vocabulary.

Edwards (as cited in Aryani, 2015) said we need to improve our vocabulary
 34

after we knew the source of vocabulary and there are seven ways to improve the

students’ vocabulary when they in learning process, there are: a) be aware of words,

b) reading, c) use dictionaries, d) use index cards to study, e) review vocabulary

words regularly, f) try vocabulary-building books, g) use the words. 5. The Technique

in Testing Vocabulary After teaching and learning vocabulary, the teacher needs to

know how well the students understand the vocabulary that has been taught before.

To know 17 the students understanding, the teacher can use the test to measure the

comprehension or the production of students’ words.

Felder and Brent (2005) said that “Students have different levels of motivation,

different attitudes about teaching and learning, and different responses to specific

classroom environments and instructional practices.” The teacher will difficult to

understand and to confirm all of those differences. However, the teacher should strive

to overcome it. The teacher task is to establish what is the meaning by mastery of the

subject and teacher try to find the method and the materials which will enable the

most significant proportion of the students in attaining such mastery (Bloom, 1968).

Mastery learning is defined as a teaching-learning strategy (Anderson, 1975).

Teachers and students have their responsibility in the teaching-learning

process. To make the teaching-learning process successful, both teacher and

learners have to cooperate in the implementation of that process. It means, when the

teaching-learning process unsuccessful, either teacher or students cannot be

blamed. In understanding the material subject, each of the students has a different

capacity.

According to Anderson (1975) mention that different capacity of students in

 35

comprehending the material subject because three factors: (1) Students previous

learning which is related to, required for, and the present learning; 19 (2) Students

interest in learning the skill or ability and confidence in his ability to learn it (3) The

quality of instruction. According to Bloom (as cited in The Mastery Learning, 1989),

mentions three categories of the learning process; (1) The characteristics of students

(2) The instruction (3) The learning outcomes. It means in the learning process, all of

the elements for students learning mastery need to be appropriately applied and

should to be improved at any time. If one of the elements is not executed, it will be

challenging to help students learning mastery.

Baumann (2010) context clues are important to teach because the meaning

of the word is sometimes stated in the sentence or sentences before or after the

unknown word, there may be clues in the sentence or sentences before or after the

unknown word, some texts provide the meaning of the word, but students may

overlook it. The most helpful hints are often found in the same sentence, but students

do not recognize these hints.

Beginning as early as second-grade situation are expected and required to

negotiate academic vocabulary such as “compare and contrast” language structures

(Common National Standards, 201; Saint Paul Public Schools, MN 2012; South

Washington Country School, MM 2010).

Related Studies

Villamin (2015) indicated in her study entitled “Vocabulary Proficiency: Input

to English Language Competence” revealed that language spoken at home has a

 36

significant relationship on the vocabulary test context clues. On the other hand, it also

shows that the vocabulary test in word structure, word association, and synonyms its

relationship to the language spoken at home is found insignificant. Context clues,

word structures, word association, and synonyms do not affect the vocabulary test of

the respondents. In terms of vocabulary proficiency related variables, no significant

relationship was observed between vocabulary proficiency related variables in

context clues as perceived by the respondents to the vocabulary test in context clues,

word structure, word association, and synonyms. In word structure, it did not affect

the vocabulary test specifically in context clues, word structure, word association, and

synonyms. In word structure, it did not affect the vocabulary test specifically in context

clues, word structure, word association, and synonyms. Word association did not

have an impact on the vocabulary test of the respondents in the areas of context

clues, word structure, word association, and synonyms.

Meanwhile, it was found a significant relationship on the vocabulary test in

word association. In terms of synonyms, the insignificant relationship between the

vocabulary related variables as perceived by the respondents with vocabulary test

exists in context clues, the same impact to word structure and synonyms. On the

other hand, a significant relationship was shown on vocabulary proficiency related

variables in terms of synonyms as perceived by the respondents and vocabulary test

in word association.

Smugdon (2015) revealed a significant relationship between motivational

factors on the level of vocabulary comprehension of the students in terms of context

clues, word analysis, word structure, and loan words. Teachers may continue to use
 37

more interactive teaching strategies that could enhance the level of vocabulary

comprehension of the learners. Also, they may continue to use instructional materials

from the learners to early comprehend the words or the lesson one imparts and to

boost their interests towards learning quickly, they may continue praising them.

Also, the researcher stated that there is a significant relationship between

the respondents’ related factors such as gender, parents’ educational attainment, and

family income on the vocabulary comprehension level of Grade 7 Students. Parents

may spend more time with their children to boost their interest in English. They may

be attending meetings and communicate with their child’s teacher about the difficulty

that their child encounters.

 38

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design of the study including the sources

of data, the data gathering procedures, the data gathering instruments and the

statistical treatment of data.

Research Design

This study used of the descriptive-experimental design to assess whether the

enriched word game as supplementary material enhanced the vocabulary proficiency

of grade 8 students.

Respondents of the Study

The study involves the participation of 80 grade eight students of Dayap

National High School for the school year 2018-2019.

Research Procedure

Stage I. Creating the Enriched Word Game as Supplementary Material

The Enriched Word Game as Supplementary material is an instructional

material that contains modified vocabulary activities from the learning module of

grade 8 English. It includes vocabulary games of different kinds that promote

retention and acquisition of words and word meanings.

Stage II. Pilot Testing of the Enriched Word Game as Supplementary

Material

The actual use of Enriched Word Game as Supplementary material the is done

in the one hundred grade eight students at Dayap National High School for the school
 39

year 2018-2019. A 50-item pre-test and 50-item post-test are given. The questions

are about the vocabulary lessons for the third quarter of their learning modules.

Stage III. Assessment and Validation of the Enriched Word Game as

Supplementary Material

The selected students and teachers validated the Word Game Enriched

Module. The validity questionnaire is composed of four categories: relevance, user-

friendliness, applicability and creativity. The respondents evaluated each category as

highly effective (4), very effective (3), moderately effective, (2) and not effective (1).

Statistical Treatment

The statistical formula used in the analysis of data are frequency count

and percentage to determine the respondents’ profile; The statistical tools used this

study are mean and standard deviation in determining the perception of the

respondents to the enriched word games supplementary materials.

t- Test of difference was applied also to find the difference between the pre-

test and post test scores of the vocabulary proficiency of the students

and Pearson Coefficient to determine the relationship of the Enriched Word

Game as Supplementary Material and enhanced vocabulary of grade eight students.

 40

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the different tables and figures that represent the data

of the findings of the study and its interpretation. The data were analyzed and

interpreted from which the conclusions and recommendations of the study were

drawn.

Table 1. Perception on the Enriched Word Game as Supplementary Material as to

Content

Indicator Mean SD Interpretation

1. The enriched word game contains vocabulary 3.74 0.44 HS
from the target lessons in the learner’s material.

2. The enriched word game includes vocabulary 3.56 0.50 HS

choices which promote critical thinking.

3. The enriched word game includes vocabularies 3.71 0.46 HS

appropriate to the learners.

4. The enriched word game includes vocabularies 3.61 0.49 HS

that lead to learners’ understanding of the lesson.

5. The enriched word game is presented in varied 3.53 0.53 HS

format.

Average 3.63 0.23 HS

Legend:
3.26 – 4.00 Highly Satisfactory (HS) 1.71 – 2.50 Fairly Satisfactory (FS)
2.50 – 3.25 Satisfactory (S) 1.00 – 1.75 Unsatisfactory (US)

Table 1 shows Perception on the Effectiveness of the Enriched Word Game

as Supplementary Material as to Content.

It can be observed that indicator 1, the enriched word game contains

 41

vocabulary from the target lessons in the learners’ manual obtained the highest mean

of 3.74 with a standard deviation of 0.44. This might be because the students were

informed and oriented that the vocabulary lessons in the enriched word game are

anchored on their manual. Indicator 5, the enriched word game is presented in

various format obtained the lowest mean of 3.53 with a standard deviation of 0.53.

This might be because students find the game format too simple to manipulate and

alike with each other. However, all the indicators are interpreted as Highly

Satisfactory.

Table 2. Perception on the Enriched Word Game as Supplementary Material as to

Significance

Indicator Mean SD Interpretation

1. The word game helps learners achieve 3.73 0.45 HS
vocabulary skills required for vocabulary proficiency.

2. The word game serves as supplement in the 3.63 0.71 HS

vocabulary skills of the learners.

3. The word game gives sense of accomplishment 3.68 0.47 HS

for it is challenging to play.

4. The word game boosts the interest of the learners 3.78 0.42 HS
towards vocabulary.

5. The word game can be an aid in teaching 3.58 0.57 HS

vocabulary.

Average 3.68 0.25 HS

Legend: 3.26 – 4.00 Highly Satisfactory (HS) 1.71 – 2.50 Fairly Satisfactory (FS)
2.50 – 3.25 Satisfactory (S) 1.00 – 1.75 Unsatisfactory (US)

Table 2 shows Perception on the Effectiveness of the Enriched Word Game

as Supplementary Material as to Significance.

It can be observed that indicator 4, the word game boosts the interest of the
 42

learners towards vocabulary obtained the highest mean of 3.78 with standard

deviation of 0.42. This might be because the students enjoy answering the word game

and feel interested in games that deal with words.

Indicator 5, the word game can be used as aid in teaching vocabulary obtained

the lowest mean of 3.58 with standard deviation of 0.57. This might be because

students are not that aware that the game is really an aid in teaching vocabulary.

They may be caught up with the idea that it is just a fun game that they ignored its

real purpose. However, all the indicators are interpreted as Highly Satisfactory.

Table 3. Perception on the Enriched Word Game as Supplementary Material as to

Creativity

Indicator Mean SD Interpretation

1. The word game is attractive to the leaners. 3.86 0.35 HS

2. The word game contains suitable images for the 3.61 0.52 HS
learners.

3. The word game shows a good technical aspect 3.39 0.77 HS

such as font size, font style and spacing.

4. The layout gives interest to the learners in 3.69 0.52 HS

answering the vocabulary games.

5. The word game is educationally fun. 3.56 0.57 HS

Average 3.62 0.30 HS

Legend: 3.26 – 4.00 Highly Satisfactory (HS) 1.71 – 2.50 Fairly Satisfactory (FS)
2.50 – 3.25 Satisfactory (S) 1.00 – 1.75 Unsatisfactory (US)

Table 3 shows Perception on the effectiveness of the enriched word game as

supplementary material as to creativity.

It can be observed that indicator 1, the word game is attractive to the learners
 43

obtained the highest mean of 3.86 with standard deviation of 0.35. This might be

because the students find the enriched word game colorful and visually appealing.

Indicator 5, the word game is educationally fun obtained the lowest mean of

3.56 with standard deviation of 0.57. This might be because students, though enjoyed

playing the games, have forgotten that the reason for these games is to enhance their

vocabulary skills. They focus more on playing than on learning. However, all the

indicators are interpreted as Highly Satisfactory.

Table 4. Pre-test Scores of the Respondents on Vocabulary

Synonyms
Word
Performance and Analogy Collocation Formation
Verbal Interpretation
Antonyms

90 and Above 1 2 2 7 Advanced

85 to 89 18 9 5 20 Proficient
80 to 84 12 11 7 22 Approaching Proficiency
75 to 79 18 43 48 24 Developing
Below 75 11 15 18 7 Beginning

Table 4 shows the pre-test scores of the respondents on vocabulary lessons.

As seen on the data, students’ scores mostly fell under Developing and

Beginning. This is because the students have limited knowledge and ideas regarding

the vocabulary lessons. They found it difficult to answer the test. It is expected that

this will result for them to be categorized under beginning and developing.
 44

Table 5. Post test Scores of the Respondents on Vocabulary

Synonyms
Word Verbal
Performance and Analogy Collocation Formation
Interpretation
Antonyms
90 and above 70 56 56 75 Advanced
85 to 89 10 23 19 5 Proficient
80 to 84 0 4 0 Approaching Proficiency
75 to 79 0 0 1 0 Developing
below 75 0 0 0 0 Beginning

Table 5 shows the post test scores on vocabulary.

As seen in the table, almost all students got high scores and fell under

Advanced and Proficient. The students’ exposure to Enriched Word Game helps

them to gain high scores.

Table 6. Significant Relationship between The Enriched Word Game and the
Vocabulary Proficiency of the Students

Synonyms Word
Analogy Collocation Total
and Antonyms Formation
Content -.046 -.081 -.158 .056 -.089
Significance -.072 .086 -.199 -.193 -.133
Creativity -.270* .001 -.213 -.006 -.171
*. Correlation is significant at the 0.05 level (2-tailed).

The table above shows the Pearson-R result of learners’ perception of the level

of effectiveness of the Enriched Word Game against their post-test scores in

Vocabulary. With regards to the content, it can be seen that scores of learners have

a Pearson-r value of -0.046 in Synonyms and Antonyms, -0.081 in Analogy, -0.158

in Collocation, and -0.056 in Word Formation. Out of these different Vocabulary

 45

lessons, it can be seen that there is no significant relationship to the learners’

perception of the effectiveness of the content of the Enriched Word Game. With a

95% level of confidence, it can be said that when learners’ perception of the

effectiveness of the intervention on the aspect of content increases, their scores or

performance also increases. Moreover, when the learners’ evaluation of the content

of the Enriched Word Game decreases, that is also the time that their performance

also decreases. This can be reasoned out that when the content of the Enriched Word

Game is not clear to the learners, their performance is affected. Thus, the content of

the Enriched Word Game used in this study should be first cleared to the learners

before they are used. This happened because all the vocabulary lessons are known

to the learners, or they were already exposed to lessons about these when they were

in lower grades, thereby making the content of the intervention not anymore affecting

their performance.

With regards to the significance, it can be seen that scores of learners have a

Pearson-r value of -0.072 in Synonyms and Antonyms, -0.086 in Analogy, -0.199 in

Collocation, and -0.193 in Word Formation. Out of these different Vocabulary lessons,

it can be seen that there is no significant relationship to the learners’ perception of

the effectiveness of the significance of the Enriched Word Game. With a 95% level of

confidence, it can be said that when learners’ perception of the effectiveness of the

intervention on the aspect of significance increases, their scores or performance also

increases. Moreover, when the learners’ evaluation of the significance of the Enriched

Word Game decreases, that is also the time that their performance also decreases.

This can be reasoned out that when the content of the Enriched Word Game is not
 46

clear to the learners, their performance is affected. Thus, the significance of the word

game used in this study should be first cleared to the learners before they are used.

This happened because all the vocabulary lessons are known to the learners, or they

were already exposed to lessons about these when they were in lower grades,

thereby making the content of the intervention not anymore affecting their

performance.

With regards to the creativity, it can be seen that scores of learners have a

Pearson-r value of -0.270* in Synonyms and Antonyms, -0.001 in Analogy, -0.213 in

Collocation, and -0.006 in Word Formation. Out of these different Vocabulary lessons,

it can be seen that Synonyms and Antonyms have only a significant relationship to

the learners’ perception of the effectiveness of the creativity of the Enriched Word

Game. With a 95% level of confidence, it can be said that when learners’ perception

of the effectiveness of the intervention on the aspect of creativity increases, their

scores or performance also increases. Moreover, when the learners’ evaluation of

the creativity of the Enriched Word Game decreases, that is also the time that their

performance also decreases. This can be reasoned out that when the creativity of the

Enriched Word Game is not evident to the learners, their performance is affected.

Thus, the creativity of the word game used in this study should be first cleared to the

learners before they are used. This happened because all the vocabulary lessons are

known to the learners, or they were already exposed to lessons about these when

they were in lower grades, thereby making the creativity of the intervention not

anymore affecting their performance.

 47

Table 7. Significant Difference of Pre-test and Posttest of Vocabulary Using Enriched

Word Game

95% Confidence
Pretest Posttest Std. Interval of the Sig. (2-
Mean Diff Difference t df
Deviation tailed)
M SD M SD Lower Upper
Synonyms and Antonyms 79.56 4.99 92.95 3.21 13.39 3.34 14.13 12.64 35.857 79 .000
Analogy 78.18 4.75 91.26 3.73 13.09 3.32 13.83 12.35 35.307 79 .000
Collocation 77.35 4.32 90.48 3.53 13.13 3.11 13.82 12.43 37.780 79 .000
Word Formation 81.63 5.28 94.60 3.22 12.98 4.72 14.03 11.92 24.588 79 .000
Total 79.90 2.36 85.15 1.36 5.25 1.57 5.60 4.90 29.888 79 .000

ALPHA LEVEL = 0.05

The table above shows the paired t-test result of before and after Vocabulary

Proficiency level of learners and the significance value for two-tailed test.

Based on the result, there is a significant difference between the pre-test score

and post test score of the respondents. The t-value of each vocabulary skill has a

degree of freedom of 0.000 which means significant because they are lower than the

alpha level of 0.05. with 95% confidence, it can be said that the Enriched Word Game

as Supplementary Material helps in the increase of rating.

 48

Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings drawn from the data

gathered in the study, and answers to the specific problems raised in the statement

of the problem. It also presents the conclusion and the recommendations as drawn

from the findings of the study.

Summary

This study primarily focused on the creation of Enriched Word Game as a

Supplementary Material and if it helps enhancing the vocabulary proficiency of grade

eight students of Dayap National High School, Calauan Laguna for the school year

2018 – 2019.

Specifically, it sought to answer the following questions: What is the pre-test

score of grade 8 students toward the enriched word game as supplementary material

as to: Content; Significance; and Creativity? What is the post-test score of grade 8

students toward the enriched word game as supplementary material as to: Content;

Significance; and Creativity? Is there a significant difference between the pre-test and

post-test scores of grade 8 students toward the enriched word game as

supplementary material? What is the perception of the respondents towards the

enriched word game as supplementary material for an enhanced vocabulary

proficiency in terms of its: Content; Significance; and Creativity? Is the enriched word
 49

game as supplementary material significantly related to the enhanced vocabulary

proficiency of grade 8 students?

In this study, eighty (80) grade eight students of Dayap National High School

for the school year 2018 -2019 served as respondents. They were chosen to identify

if the Enriched Word game as Supplementary Material helps in enhancing vocabulary

proficiency.

The study used descriptive-experimental design in which the product is

described then tested.

A 40 – item pre-test and posttest were given. The questions were about the

vocabulary competencies for the third grading period. The respondents perceived the

Enriched Word Game as Supplementary Material as to content, significance and

creativity. The respondents’ scores in the pre-test and posttest were also presented

using the statistical treatment of T – test, mean and standard deviation. The weighted

mean and standard deviation presented clearly show the significant difference

between the pre-test score and the post test score of the respondents subjected to

Enriched Word Game as Supplementary Material.

Summary of Findings

The significant findings of the study are as follows:

1. The pre-test scores revealed that the respondents got low mean scores in the

grammar competencies since they only have limited knowledge and ideas towards

the vocabulary lessons.

 50

2. The post test scores revealed that the respondents got high mean scores after

being exposed to the use of Enriched Word Game.

3. There is a significant difference between the pre-test and post-test scores of the

respondents.

4. The respondents perceived the Enriched Word Game as Supplementary Material

as to content, significance and creativity as Highly Satisfactory.

5. There is no significant relationship between learners’ perception on the Enriched

Word Game as Supplementary Material and learners’ enhanced vocabulary

proficiency since majority of the components of the enriched word game obtained no

significant relationship to the respondents’ scores.

Conclusions

Based on the summary and findings, 1) There is a significant difference

between the pre-test and post test scores of the respondents exposed to Enriched

Word Game as Supplementary Material. Thus, the hypothesis is not sustained; 2)

The hypothesis stating that there is no significant relationship between learners’

perception on the effectiveness of Enriched Word Game and the learners’ enhanced

vocabulary proficiency – as to content, there is no significant relationship; as to

significance, there is no significant relationship as well; and as to creativity, only

Synonyms and Antonyms has a significant relationship, thus the hypothesis is

sustained.
 51

Recommendations

Based on the findings and conclusion of the study, the following

recommendations are made:

1. Students may use the Enriched Word Game as Supplementary Material to

aid themselves in understanding vocabulary lessons.

2. English teachers may consider the Enriched Word Game as Supplementary

Material as an aid in teaching vocabulary competencies to students.

3. English teachers are encouraged to design and create Enriched Word

Game as Supplementary Material that will guide students in learning not only

vocabulary, but also grammar and literature competencies.

4. English Supervisors and School Heads may consider continuous conduct

of trainings and workshops that promotes designing and creating various materials

that would be a helpful aid in teaching English to learners.

5. Further researches and studies may improve the instrument in terms of

content, reliability, validity and durability. They may consider designing and testing in

other grade levels to see if really acceptable.

 52

BIBLIOGRAPHY

A. Books

Pikulski J. and Templeton S. (2004). Teaching and Developing Vocabulary: Key to

Long-Term Reading Success. Houghton Mifflin Company pp. 106-108 Schmitt
N. & McCarthy M. (1997). Vocabulary Description, Acquisition and
Pedagogy. New York: Cambridge University Press. pp. 36-39

Zimmerman, C. (2014). Teaching and Learning Vocabulary for Second Language

Learners. Boston, MA: national Geographic Learning pp. 288-302

B. Unpublished Theses

Cueto, Wilma A. (2015) Vocabulary Related Variable Input to the Enhancement Of

Reading Comprehension Skills. Laguna State Polytechnic University. San
Pablo City Campus, p. 25-26

Sumagdon, Ailene P. (2015) Motivation and English Proficiency of Grade 7 Students:

Measures of Vocabulary Comprehension Level. Laguna tSate
Polytechnic University. San Pablo City Campus, p. 18-19

C. Articles, Journals and Periodicals

Anderson, L. W. (1975) Major Assumptions of Mastery Learning. Annual Meeting of
The Southeast Psychological Association. Georgia: Meeting Papers.

Beck, I. L., & McKeown, M.G. (2007) Increasing young low-income children’s oral
Vocabulary repertoires through rich and focused instruction. The Elementary
chool Journal, 107(3), 251-271.

Coskie, T. L., & Davis, K.J. (2009) Word wall work: Supporting science talk. Science
and Children, 46(8), 56-58.

Graves, M. F., & Watts-Traffe, S. (2008) For the love of word: Fostering word
consciousness in young readers. The Reading Teacher, 62(3), 185-193.

Nam, J. (2010) Linking research and practice: Effective strategies for teaching
vocabulary in the ESL classroom. TESL Canada journal 28(1), 127-135.

Sphycher, P. (2009). Learning academic language through science in two

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Linguistically diverse kindergarten classrooms. The Elementary School

Journal, 109(4), 360-379.

Warner, L. (2008). Signs, signs, everywhere. New Teacher Advocate, 15(3), 6-7.

D. Internet Sources

Blachowicz, C.L. Z & Cobb, C. (2007). Teaching Vocabulary Across the Content
Areas ASCD action tool. ASCD. Retrieved from
https://books.google.co.Id./books.

David, J.L. (2010) Closing the vocabulary gap. Educational Leadership, 67(6), 85-86
Retrieved from
http://www.ascd.org/publications/educationalleadership/mar10/vol67/num06/
Closing-the-Vocabulary-gap.aspx

Texas Education Agency. (2002). Promoting vocabulary development, Components

of effective vocabulary instruction. (TEA Publication No. GE01 105 04) Texas

Education Agency. (2011). School report cards. Retrieved from

http://www.tea.state.tx.us/index2.aspx?id=2147491425

Zhou. S. (2010) Comparing Receptive and Productive Academic Vocabulary

Knowledge of Chinese EFL Learners. Asian Social Science, 6(10), 1-6.
Retrieved from http://www.ccsnet.org

E. Articles, Journals from Online Periodicals

Bloom, B.S. (1986). Learning for Mastery. UCLA – CSEIP Evaluation Comment,
Center for the study of evaluation of Instructional Programs, 1(2), 1-12
Retrieved from www.http//:programs.honolulu.hawaii.edu.intranet

Nation, P. (2005). Teaching Vocabulary. Asian EFL Journal. Retrieved from

www.asian-efl-journal.com/sept.
 54

Appendices
 55

Appendix A

PRE-TEST and POST TEST

I. SYNONYMS & ANTONYMS. Choose the correct meaning of the underlined

word through context clues.

1. Instead of grimace, Claudia had a big smile across her face.

a. grin b. hat c. frown d. mask

2. While James is very outgoing, his older brother is very reclusive.

a. withdrawn b. athletic c. popular d. hungry

3. Stacey was suspicious when the clown handed them a box, but her gullible little
brother opened it anyway.
a. trusting b. sad c. doomed d. careful

4. She was agile dancer, although her partner was quite clumsy.
a. quiet b. nimble c. shy d. stiff

5. The woman abhorred cleaning house, but she loved a spotless home.
a. often b. demanded c. enjoyed d. hated

6. France descended the stairs into his basement.

a. crossed b. walked up c. walked down d. climbed

7. If you don't curtail your spending, you'll be broke in no time at all!

a. reduce b. follow c. behind d. buy

8. When your plan brings us great wealth, you will be rewarded for your sagacity.
a. good looks b. mistakes c. intelligence d. huge appetite

9. We have rather lofty expectations for you, son. You will attend college. You will
become rich and famous.
a. High b. shaky c. small d. lowly

10. Connie is never happy when everyone is getting along. She always instigates
fights and then acts like little Miss Innocent.
a. check it out b. protect it c. get it started d. ignore it

II. ANALOGY. Choose the pair that best represents a similar relationship to
the one expressed in the original pair of words.

1. BINDING : BOOK
a. display : museum b. artist : carpenter c. nail : hammer d. frame : picture

2. EXPLORE : DISCOVER
a. research : learn b. write : print c. think : relate d. read : skim
 56

3. PETAL : FLOWER
a. salt : pepper b. tire : bicycle c. base : ball d. sandals : shoes

4. DEPRESSED : SAD
a. neat : considerate b. rapid : cringing c. progressive : regressive d.
exhausted : tired

5. BRISTLE : BRUSH
a. arm : leg b. stage : curtain c. recline : chair d. key : piano

6. RAIN : DRIZZLE
a. swim : dive b. hop : shuffle c. walk : run d. run : jog

7. WAITRESS : RESTAURANT
a. doctor : diagnosis b. actor : role c. driver : truck d. teacher : school

8. COBBLER : SHOE
a. jockey : horse b. contractor : building c. mason : stone d. potter : paint

9. INTEREST : OBSESSION
a. mood : feeling b. weeping : sadness c. dream : fantasy d. plan : negation

10. METAPHOR : SYMBOL

a. rhythm: melody b. nuance: song c. slang: usage d. analogy: comparison

III. COLLOCATION. Choose the appropriate word that would complete the
collocation.

1. If you park there, you will have to ______ a fine.

a. pay b. take c. have d. had

2. He ______ no attention to my requests.

a. paid b. took c. had d. have

3. Few people can ______ a secret.

a. keep b. save c. have d. had

4. He stopped to _______ the view.

a. watch b. see c. admire d. look

5. The discovery was met with _____ joy.

a. sheer b. much c. big d. great

6. Cutting out sugar from his diet was _______ on his list.
a. High b. up c. big d. top

7. They ________ a great success of their new business.

a. tried b. managed c. made d. did

8. Castles are a ________ sight in Spain.

 57

a. typical b. usual c. frequent d. common

9. Everybody _________ the atmosphere there.

a. liked b. delighted in c. admired d. enjoyed

10. A few stones are all that _________ of the abbey.

a. Remain b. keep c. leave d. stay

IV. WORD FORMATION. Complete the following sentences by choosing the

appropriate affixes.

1. I just can’t believe it! The story is __believable!

a. un- b. an- c. re- d. dis-

2. No, that answer is __correct. It is wrong.

a. un- b. an- c. in- d. dis-

3. I saw Allison just a moment ago, but now I can’t find her! It seems that she
__appeared!
a. un- b. an- c. in- d. dis-

4. Oh, I’m sorry, I didn’t hear you correctly. I __understood you.

a. un- b. mis- c. in- d. dis-

5. Let’s look at this information again. We should __view it before the test.
a. un- b. an- c. re- d. dis-

6. Melanie can’t remember anything! She’s very forget___!

a. -ful b. -able c. -ish d. -less

7. The kids always have fun together. They never disagree or have an argu___.
a.-ful b. -able c. -ment d. -less

8. The best thing about her is her kind___.

a. -ful b. -able c. -ish d. -ness

9. She always wants to move! She is rest___.

a. -ful b. -able c. -ish d. -less

10. The dog is very cute! He’s ador____!

a. -ful b. -able c. -ish d. -less
 58

Appendix B

PRE TEST and POST TEST

KEY TO CORRECTION

1. C 31. A
2. A 32.C
3. A 33. D
4. B 34. B
5. D 35. C
6. C 36.A
7. A 37. C
8. c 38. D
9. A 39. D
10. C 40. B
11. D
12. A
13. B
14. D
15. D
16. D
17.D
18. B
19. C
20. D
21. A
22.A
23. A
24. C
25. D
26. D
27. C
28. C
29. D
30. A
 59

Appendix C

Validation of Enriched Word Game as Supplementary Material for an Enhanced Vocabulary

Proficiency (for teachers)

Name: _______________________________________ Designation: ______________

Educational Attainment: __________________________________

Direction: Read the following criteria and put check ( / ) on the appropriate column as what
you have noticed on the Enriched Word Game as Supplementary Materials for an Enhanced
Vocabulary Proficiency.

Strongly Agree Disagree Strongly

A. CONTENT Agree Disagree
(4) (3) (2) (1)
1. The enriched word game
contains vocabulary from the
target lessons in the learner’s
material.
2. The enriched word game
includes vocabulary choices
which promote critical thinking.
3. The enriched word game
includes vocabularies
appropriate to the learners.
4. The enriched word game
includes vocabularies that lead
to learner’s understanding of
the lesson.
5. The enriched word game is
presented in varied format.

Strongl Agree Disagr Strongly

B. SIGNIFICANCE y Agree ee Disagree
(4) (3) (1)
(2)
1. The word game helps learners
achieve vocabulary skills required
for vocabulary proficiency.

2. The word game serves as

supplement in the vocabulary skills
of the learners.

3. The word game gives sense of

accomplishment for it is challenging
to play.
 60

4. The word game boosts the interest

of the learners towards vocabulary.

5. The word game can be an aid in

teaching vocabulary.

Strongly Agree Disagree Strongly

C. CREATIVITY Agree Disagree
(4) (3) (2) (1)

1. The word game is attractive to

the leaners.

2. The word game contains

suitable images for the
learners.

3. The word game shows a good

technical aspect such as font
size, font style and spacing.

4. The layout gives interest to

the learners in answering the
vocabulary games.

5. The word game is

educationally fun.

Signature of Respondent ________________

 61

Appendix D

Perception on the Effectiveness of Enriched Word Game as Supplementary Material for an

Enhanced Vocabulary Proficiency (for Students)

Name: _______________________________________ Grade and Section: ______________

School: __________________________________

Direction: Read the following criteria and put check ( / ) on the appropriate column as what
you have noticed on the Enriched Word Game as Supplementary Materials for an Enhanced
Vocabulary Proficiency.

Strongly Agree Disagree Strongly

A. CONTENT Agree Disagree
(4) (3) (2) (1)
6. The enriched word game
contains vocabulary from the
target lessons in the learner’s
material.
7. The enriched word game
includes vocabulary choices
which promote critical thinking.
8. The enriched word game
includes vocabularies
appropriate to the learners.
9. The enriched word game
includes vocabularies that lead
to learner’s understanding of
the lesson.
10. The enriched word game is
presented in varied format.

Strongly Agree Disagr Strongly

B. SIGNIFICANCE Agree ee Disagree
(4) (3) (1)
(2)
6. The word game helps learners
achieve vocabulary skills
required for vocabulary
proficiency.

7. The word game serves as

supplement in the vocabulary
skills of the learners.

8. The word game gives sense of

accomplishment for it is
 62

challenging to play.

9. The word game boosts the

interest of the learners towards
vocabulary.

10. The word game can be an aid

in teaching vocabulary.

Strongly Agree Disagree Strongly

C. CREATIVITY Agree Disagree
(4) (3) (2) (1)

6. The word game is attractive to

the leaners.

7. The word game contains

suitable images for the
learners.

8. The word game shows a good

technical aspect such as font
size, font style and spacing.

9. The layout gives interest to

the learners in answering the
vocabulary games.

10. The word game is

educationally fun.

Signature of Respondent ________________

 63

Appendix E

Validation for the Enriched Word Game as Supplementary Material for an

Enhanced Vocabulary Proficiency

Evaluator: _____________________________________ Position: ________________

School: ________________________________________ Years in Service: _________
Highest Educational Attainment:_________________________

Direction: Read the following criteria and put check ( / ) on the appropriate column as
what you have viewed the Enriched Word Game as Supplementary Material for an Enhanced
Vocabulary Proficiency.

Strongly Agree Disagree Strongly

Criteria Agree Disagree
(4) (3) (2) (1)
1. The indicators of the
supplementary material
are aligned with the
aspects to be measured.
2. The scales measure how
well the product meets
expectation.
3. The number of points in
the scale is good enough
to gain acceptable
results.
4. The points in the scale
are balanced.
5. The labels for points on
the scale are aligned with
the product expectation.
6. The indicators/questions
are in proper order.

Remarks/Suggestions:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________
Signature: ________________
 64

Appendix F

Validation of the Pre-Test and Post Test

Validator: ___________________________________________ Position: ________

School: ________________________________________ Years in Service: _________
Highest Educational Attainment: __________________________

Direction: Read the following criteria and put check ( / ) on the appropriate column
that corresponds to your answer.

Strongly Agree Disagree Strongly

Agree Disagree
Criteria
(4) (3) (2) (1)
11. The vocabularies are
distributed into equal
number of items.
12. The items give choices
which are challenging to
select because they are
interrelated.
13. The test items are
arranged according to
the sequence of
vocabulary lessons.
14. The pre-test and post-
test contain items
ranging from lower order
thinking skills to higher
order thinking skills.
15. The pre-test and post-
test can be answered by
slow, average and fast
learners.

Remarks/Suggestions:
________________________________________________________________________
____________________________________________________________________

Signature: _________________
 65

Appendix G

ENRICHED WORD GAME AS

SUPPLEMENTARY MATERIAL
 66

Appendix H

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
Brgy. Del Remedio, San Pablo City

THE MEMBERS OF THE PANEL

Laguna State Polytechnic University
Brgy. Del Remedio, San Pablo City

Sir/Ma’am

I am currently working on my research study entitled: “ENRICHED WORD GAME AS

SUPPLEMENTARY MATERIAL FOR AN ENHANCED VOCABULARY PROFICIENCY” as
a fulfillment of the requirement to the degree Master of Arts in Education Major in English.

With this, I am humbly asking your approval for the conduct of the study to the Grade 7
students at Dayap National High School. The instrument to be distributed had undergone
validation.

Respectfully yours

ROAN MARJORIE C. SONIO

Approved:

CECILIA B. DIVA NERISSA Y. BILO, P. D.

Adviser Subject Specialist

ALLEN E. PASIA EDEN C. CALLO, ED. D.

Statistician Technical Editor

EDNA O. BRIONES, ED.D

Associate Dean, Graduate Studies and Applied Research
 67

Appendix I

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
Brgy. Del Remedio, San Pablo City

December 3, 2018

REYNALDO D. VILLALUZ, ED.D

Principal II
Talangan Integrated National High School

Dear Mrs. Villaluz:

Greetings of peace and prosperity!

I am on the last phase of my graduate studies and currently working on my thesis entitled
“ENRICHED WORD GAME AS SUPPLEMENTARY MATERIAL FOR AN ENHANCED
VOCABULARY PROFICIENCY”, in partial fulfilment of the requirements for the Degree,
Master of Arts in Education Major in English, in which the said resource material contains
English 8 vocabulary competencies/lessons for the third grading period.

In view of this, I am humbly asking for your permission and approval to conduct this study in
all grade seven students of Dayap National High School for the school year 2018 – 2019.

I hope that this will merit your favorable response regarding this matter.

Thank you and God bless.

Sincerely yours,

ROAN MARJORIE C. SONIO

Researcher/Teacher I-DNHS
Approved:

REYNALDO D. VILLALUZ, ED.D

Principal II
 68

Appendix J

Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
Brgy. Del Remedio, San Pablo City

Dear Respondents:

Greetings of peace and prosperity!

The undersigned is on the last phase of his graduate studies and currently working on his
thesis entitled “ENRICHED WORD GAME AS SUPPLEMENTARY MATERIAL FOR AN
ENHANCED VOCABULARY PROFICIENCY”, in partial fulfilment of the requirements for
the Degree, Master of Arts in Education Major in English.

In view of this, I am humbly asking for your assistance and cooperation in accomplishing the
attached questionnaires for the realization of this undertaking. Rest assured that your
answers and information will be treated with utmost confidentiality.

I hope that this will merit your favorable response regarding this matter.

Thank you and God bless.

Sincerely yours,

ROAN MARJORIE C. SONIO

Researcher
 69

Appendix K

Picture – Evidences
 70

CURRICULUM VITAE

A. PERSONAL INFORMATION

Name : ROAN MARJORIE CALABIA SONIO

Email Address : roansonio@gmail.com
Address : Yukos Nagcarlan, Laguna
Date of Birth : June 04, 1990
Place of Birth : Nagcarlan, Laguna
Civil Status : Married
Father : Robert Robillos Calabia
Mother : Lourdes Austral Calabia

B. EDUCATIONAL BACKGROUND

Graduate Studies : Laguna State Polytechnic University

San Pablo City Campus
Master of Arts in Education
Major in English
June 2018

Tertiary : Laguna State Polytechnic University

San Pablo City Campus
Bachelor of Secondary Education
Major in English
March 2011

Secondary : Plaridel National High School

Banago Nagcarlan, Laguna
March 2007

Primary : Taytay-Malaya Elem. School

Nagcarlan Laguna
March 2002
 71

C. SERVICE ELIGIBILITY

Licensure Examination for Teachers : Passed, January 2013

D. TEACHING EXPERIENCES

September 2016 – Present : Junior High School Teacher I

Dayap National High School - Main
Calauan, Laguna

June 2014 – March 2016 : Junior High School Teacher

St. Mary’s Academy
Nagcarlan, Laguna

June 2013 - March 2014 : Teacher

Elyon Academia Foundation Inc.
Nagcarlan, Laguna

ORANIZATIONAL AFFILIATION

September 2016 : Laguna English Teachers Association

(LETA)